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Leading an Inclusive School: Access and Success for ALL StudentsAvailability:In Stock

Richard A. Villa and Jacqueline S. Thousand provide an in-depth, research-based guide for ensuring that your school provides the federally guaranteed "least restrictive environment" for students no matter the severity of the challenges they face.

The authors offer administrators, teachers, and other educators working to promote inclusion a wealth of information about

The history and research base of inclusive education in the United States, including pivotal amendments to and reauthorizations of the EHCA, landmark court cases, and the philosophical underpinnings of the movement.

Powerful organizational structures such as Multitiered System of Support and Schoolwide Positive Behavior Supports to help optimize the benefits of differentiation for all students.

A conceptual framework for coordinating educational initiatives and best practices for educating all students in general education.

Also included are vivid personal stories of students with disabilities that illustrate how these students flourish when they learn alongside their general education peers. Educators who are serious about committing to the success of learners at all levels of perceived physical, intellectual, communication, and social/emotional ability will find the examples, advice, and tools in this book indispensable for planning, implementing, and promoting inclusion in their schools.

BOOK: (ASCD Premium Member book, December 2016) 6” x 9”, 200 pages

E-BOOK: (ASCD E-Book, 2016) PDF e-book accompanied by bonus MOBI and EPUB files for use on e-book readers like the Kindle and the Nook. See the e-book FAQ link for information about device compatibility.

For any school just beginning an inclusion program, here's an opportunity to find out what works and explore a 10-step plan that can achieve positive academic and social outcomes for all students--with and without disabilities.

Whether you need to get the basics of coteaching or want to stretch your knowledge of coteaching into more advanced applications, here's a book that provides what you need to ensure every student benefits from intensive instruction, increased learning opportunities, and a reduced student-to-teacher ratio. Learn what's critical to the effectiveness of curriculum, assessment, and instruction in a coteaching program. And discover what teachers, administrators, and parents do to create effective partnerships, design powerful learning environments, and solve day-to-day challenges inherent to coteaching.

The third edition updates you on current issues such as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.

General education teachers are often unprepared to meet the needs of students with disabilities in an inclusive class. Author David F. Bateman and coauthor Jenifer L. Cline define what general education teachers need to know about special education law and processes, and provide a guide to instructional best practices for the inclusive classroom.

AEP Distinguished Achievement Award Winner! If you’ve ever had a student who openly defies authority, ignores instructions, and becomes aggressive when confronted, here’s a book that explains why noncompliant students are becoming more prevalent and what you can do to minimize their impact on the learning environment.

This concise yet strong introduction to the IEP process provides teachers with practical, research-based advice and solutions of the most common challenges they face. The author debunks some common misconceptions about how to work with students with disabilities and offers insights, tips, and strategies to help teachers to fine-tune their approach to IEPs to better meet each child’s unique needs.

If you work with students who are experiencing or have experienced trauma, violence, or chronic stress, you know that little has been written about teaching this population and doing so from a strengths-based perspective. This ASCD book outlines a comprehensive approach to teaching that focuses on students’ strengths and resiliency. It also encourages educators to embrace teaching and schoolwide practices that support and enhance the academic and socio-emotional development of students living with trauma, violence, and chronic stress.

Daniel R. Venables draws on his extensive experience helping schools and districts implement effective professional learning communities (PLCs) to explore this crucial but often-overlooked need. Taking a two-pronged approach to PLC facilitation, Venables offers targeted guidance both for leading the people in teacher teams and for facilitating their work.